Volume 21, numéro 1, 2026

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This article draws attention to the implications of two sites of surveillance in which youth occupy the majority of their time: school and social media platforms. In exploring youth’s perceptions and understanding of critical social justice issues, we found that they were noticing the disconnect between how organizations, institutions, government leaders and their peers were responding to George Floyd’s murder, the resurgent #BlackLivesMatter protests, and the resulting (in)actions. This overlapping surveillance has profound implications for youth’s understanding of critical social justice issues and their ability to differentiate between performative allyship/activism and genuine, impactful actions.

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The language of “community-university engagement” and “consensus” can obscure and reproduce structural inequities. In this paper, we argue for the necessity of moving beyond comfortable partnerships to engaging with disagreement and conversations about power as central to moving towards equitable decision making, participation, knowledge production and sharing across diverse university and community spaces. We weave together theory and practice, drawing on our experiences as academics, community activists, and educators with different positionalities and disciplinary backgrounds. We examine our experiences and academic literature focusing on how power circulates within community and university spaces and shapes whose voices are heard or marginalized, who is recognized as part of the community, whose knowledge counts and who holds the authority to define “the community’s” needs and aspirations. We question common assumptions embedded in the notions of community and consensus, and ask how these ideals can mask inequities and silence dissent. We suggest that fostering a space for disagreement requires intentional structure, attention to organizational hierarchies including who is present and absent in decision making and why, and careful examination of positionality.

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Racialized immigrant students in Canadian schools face systemic barriers, including racism and discrimination, which are often perpetuated by teachers’ attitudes toward their accents and cultural backgrounds. While many immigrant parents hope for better educational prospects for their children, the students frequently encounter lower expectations and cultural or linguistic biases, leading to disadvantages compared with non-immigrant and White immigrant peers. However, research shows that some of the students excel academically despite these challenges. Their academic aspirations and motivations are supported by a strong self-belief, as well as emotional, psychological, and practical support from family and community. This paper draws on both a deficit-based perspective and a strength-based model to argue that, despite systemic obstacles, the students can succeed by drawing on personal, familial, and cultural strengths.

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Canada’s population has increased by 5,000,000 people since 2014. In New Brunswick, where our Atlantic Antiracism Collaboration Team (AACT ) is based, the province’s population has increased by 100,000 people in 10 years. This growth is linked to increased immigration. This paper examines the rapid demographic change in New Brunswick, a province in Eastern Canada and an historically predominately White location. We draw thematic data from six qualitative case study school-based projects comprising 17 ethnoculturally diverse schools in New Brunswick and a report commissioned by the provincial government to study systemic racism in the province. Findings revealed that New Brunswick-born students, educators and administrators, and community members from across the province are grappling with the rapid demographic changes in their schools and communities, specifically the cultural and racial changes. We highlight five key themes in this paper: Language and Communication, Professional Learning for Equity, Diversity, and Inclusion; Disrupting Whiteness; Engagement and Mattering; and Racism. The AACT core vision is to contribute positively through antiracist education, dialogical leadership, and action embedded within a transformative leadership framework. We work with children, educators, administrators, communities, and political leaders who are struggling in the face of the new social realities in our province that increasing population has brought upon them. This paper supports our team’s mandate.

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The growing presence of multilingual language learners (MLLs) with exceptionalities in Canadian K–12 classrooms exposes persistent gaps in the conceptualization and response of inclusive education systems to intersecting identities. Although Canada promotes multilingualism and equity, language acquisition and disability support are often addressed through separate policies, services, and professional roles, resulting in fragmented identification processes and inconsistent educational provisions for students who require both. Positioned as a scoping review, this article maps scholarship at the intersection of multilingualism, disability/exceptionality, and inclusive education through an intersectional framework. The literature was identified through searches of ERIC, Scopus, Web of Science, PsycINFO, and Google Scholar, supplemented by reference chaining, with priority given to Canadian sources and international research owing to the limited number of Canadian studies explicitly examining this intersection. The synthesis highlights four interrelated themes through which inequities are reproduced: (1) identification and assessment challenges shaped by linguistic and cultural bias and uneven regional infrastructure; (2) family and community engagement constrained by deficit-based, monolingual norms and compounded barriers linked to race, immigration, and socioeconomic status; (3) teacher education and professional development gaps that maintain separation between language and special education training; and (4) instructional practices requiring integrated, identity-affirming approaches such as differentiated instruction and culturally sustaining pedagogy. Collectively, these findings underscore the need for intersectionality-informed frameworks that bridge language learning and exceptionality, particularly in emerging multilingual destinations and rural regions where service capacity remains uneven. The review concludes with implications for policy, practice, and future research, including the need for integrated assessment pathways, cross-disciplinary professional learning, and longitudinal Canadian studies that examine educational trajectories over time.

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Ibadan, West Africa’s largest city, has experienced major environmental challenges resulting from the constant practice of pouring waste into rivers, major waterways, public spaces, and littering in general. These activities have led to pollution, flooding, and outbreaks of diseases such as Cholera, Lassa fever, and other waterborne diseases. If this problem continues, the spread of diseases will endanger everyone’s health, particularly children. To address these challenges, Environmental Education (EE) was introduced into the school curriculum in Nigeria to promote environmental consciousness. However, the problem persists because the EE curriculum lacks specific cultural and contextual realities that could make it impactful in equipping students with knowledge, skills, and attitudes for meaningful environmental stewardship. This study examined the inclusion of Indigenous knowledges into instructional delivery when teaching environmental concepts in selected primary schools in Ibadan Metropolis, Nigeria. The study employed qualitative interpretive research design. The study population was comprised of Social Studies and Basic Science teachers from public primary schools. Data collected through a self-constructed semi-structured interview guide were content analyzed. Despite the teachers’ high levels of Indigenous knowledge, including it into the teaching of environmental concepts was unsatisfactory, necessitating curriculum reform. There is a need for an EE that infuses Indigenous knowledges and culturally relevant pedagogies.

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The socio-economic and political instability in Sub-Saharan Africa, particularly in Nigeria, has significantly disrupted the education sector, leading to compromised educational outcomes. Using a systematic review of literature sourced from Web of Science and Scopus, the study examined current research trends, types, causes, and the impact of socio-economic and political instability on education in Nigeria between 2019 and 2024, a period marked by heightened insurgencies, socio-political tensions, and the COVID-19 pandemic. Following the PRISMA framework, the study employed rigorous inclusion and exclusion criteria, ultimately selecting 38 eligible studies for analysis. The findings revealed that schools have frequently become targets of attacks, resulting in student abductions, killings, sexual violence, and ransom demands, with girls being disproportionately affected. These attacks have led to widespread school closures, increased dropout rates, reduced female enrollment, limited access to education, and severe psychological distress among teachers and students. Furthermore, the findings indicated that Northwestern Nigeria experiences the highest levels of insecurity, and most studies adopted qualitative methodologies. The major causes of instability include religious extremism, marginalization, economic inequality, poor governance, arms proliferation, and climate-induced food crises. The study suggested that, beyond military interventions, solutions must include promoting good governance, strengthening educational infrastructure, expanding online learning, and investing in youth empowerment programs. Additionally, integrating mental health support into educational policies is essential to mitigate the long-term psychological impact on students and teachers. The study provides valuable insights for policymakers, educators, and researchers seeking to enhance the resilience of Nigeria’s education system amid socio-economic and political instability.

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This paper introduces the Schoolhouse of Modernity as an architectural analytic for understanding how modern schooling reproduces defuturing logics even as it claims to advance progress, equity, and sustainability. Extending critiques of the “House of Modernity,” we show how the Schoolhouse operates as a globally circulating blueprint—materialized through policies, metrics, infrastructures, and pedagogical norms that standardize learning and foreclose alternative futures. Through a room-by-room mapping of its architecture, we demonstrate how schooling organizes knowledge, subjectivity, and time in advance, rendering modernity’s assumptions natural and benevolent. Moving beyond reformist approaches, the paper advances a transition imagination oriented toward the undoing of the Schoolhouse through a set of situated gestures—unlearning, composting, hospicing, preserving, repairing, rewilding, and walking out—that resist synthesis, move at different tempos, and demand ongoing response-ability to power, relation, and place. Rather than offering solutions or blueprints, the paper reframes educational futures as processes of restorying—collective, relational, and more-than-human practices through which learning is reimagined beyond mastery, extraction, and universality in times of planetary uncertainty.

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Moments of urgency call for transformative action that is adaptive to emerging contexts. Nowhere is this demand for change felt with greater acuity than among education leaders who are charged with guiding learners of all ages into a future that, based upon climate research, political polarization, and growing global inequalities, appears to be increasingly grim. Our task as practitioner-scholars in education has largely been to teach learners and educators how to navigate a polycrisis—and arguably a time of collapse—while attending to the understandable overwhelm and anxiety they face as they attempt to cultivate multifaceted and intertwined educational transformations toward decolonization, sustainability, and anti-oppression. This article addresses the following question: How might educational leaders conceptually approach their change work in the context of urgent demands for decolonization and climate justice in educational settings? In response to this question, we introduce “relentless incrementalism” as a conceptual and visual framework that has been helpful in our shared, critically hopeful work on decolonization and anti-oppression, and from our distinct positionalities as a white settler scholar-practitioner and an Indigenous scholar-practitioner. We provide background on incrementalism as a change theory, illustrate how relentless incrementalism shows up in our own teaching and community engagement contexts, with particular focus on climate justice and decolonizing education. Ultimately, we contend that relentless incrementalism offers an accessible, renewable, and relationally centred pathway toward change.